• Locate a copy of Sunflowers by Gail Saunders Smith (see Related Resources).
• Locate a flower near your school grounds. (If possible, locate a sunflower plant.)
• Locate a camera for photographs to be used in the classroom (optional).
• Locate chart paper and markers for recording descriptive words, phrases, and analogies made during observation.

• Read Sunflowers and discuss.
• Predict what each plant part might feel like if you touched it.
• Discuss touching procedures for sensory observations.
  • touching the plant in order to make a good observation
  • gentle touching so as not to damage nature
• Explain procedures for outdoor science investigation.
  • Scientists travel quietly in the halls.
  • Scientists follow the teacher's directions at all times.
  • Scientists respect nature by using quiet voices.
  • Scientists know science discovery is different than recess.
  • Scientists use their eyes to observe.
  • Scientists use their ears to listen.
  • Scientists use their noses to smell.
  • Scientists touch gently and only with permission.
  • Scientists think, "Safety First."

Go!!!

• Travel outdoors.
• Position students in a circle around the flower.  
• Direct students to make general observations.
• Record student observations on chart paper (teacher).
• Direct students to focus on each part of the plant (flower, leaves, stems, roots). Use the following questions to guide this directed inquiry:
  • What does it look like?
  • How would you describe it?
  • Is it large or small compared to your hand?
  • What color is it?
  • Is there a smell?
  • What does it feel like?
  • Have you felt something similar before?
  • Does it make a sound?
• Photograph the various parts of this plant (flower, leaves, stems). These photos can be incorporated into a classroom display after the observation to reinforce the concepts of looking closely, plant parts, change over time, etc.
• Collect supplies and travel indoors.
• Gather students together.
• Display the chart paper with descriptive words.
• Direct students to turn to a partner and share one thing they learned while observing the flower.
• Distribute the Family Page and discuss (see Ready to Print).

Day 3: Looking Closer at Trees (40 min.)

• Locate a copy of Look at a Tree by Eileen Curran (see Related Resources).
• Locate a camera for photographs to be used in the classroom (optional).
• Locate chart paper and markers for recording descriptive words, phrases, and analogies made during observation.
• Copy a class set of the Comparing Plants I See student page (see Ready to Print).

• Review previous experiences observing the grass and the flower.
• Read Look at a Tree.
• Explain that students are going to observe a tree in the schoolyard.
• Direct students to predict how today's investigation will be conducted based on the two previous observations.
• Allow students to generate a list of ideas.
• Review procedures for outdoor discovery.
  • Scientists travel quietly in the halls.
  • Scientists follow the teacher's directions at all times.
  • Scientists respect nature by using quiet voices.
  • Scientists know science discovery is different than recess.
  • Scientists use their eyes to observe.
  • Scientists use their ears to listen.
  • Scientists use their noses to smell.
  • Scientists touch gently and only with permission.
  • Scientists think, "Safety First."

• Travel outdoors.
• Position students in a circle around the tree.  
• Direct students to make general observations.
• Teacher takes photographs.
• Teacher records student observations on chart paper.
• Teacher prompts students, focusing on each plant part: flower, stems, roots.
  • What does it look like?
  • How would you describe it?
  • Is it large or small compared to your hand?
  • What color is it?
  • Is there a smell?
  • What does it feel like?
  • Have you felt something similar before?
  • Does it make a sound?
• Compare how the tree and grass are alike and different.
• Photograph the various parts of this plant (flower, leaves, stems). These photos can be incorporated into a classroom display after the observation to reinforce the concepts of looking closely, plant parts, change over time, etc.
• Collect supplies and travel indoors.
• Gather students together.
• Display chart paper with descriptive words.
• Students turn to a partner and share one thing they learned while observing the tree.
• Students use the Comparing Plants I See student page to draw the differences between the grass and the tree (see Ready to Print)

Day 4: Looking Closer--Dead and Alive (40 min.)

• Locate a copy of Sunflower House by Eve Bunting (see Related Resources).
• Gather one dried out sunflower specimen including root ball.
• Copy a class set of the Comparing Plants I See student page (see Ready to Print).
• Locate a camera for photographs (optional).
• Make a large version of the Comparing Plants I See student page on chart paper. Draw an uprooted, dead sunflower on one side. Draw a live plant rooted in the ground on the other.

• Read Sunflower House.
• Discuss the life cycle of a sunflower.
• Discuss the differences between living and nonliving things.
  • Living things have needs that must be met in order to survive. The following acronyms may help reinforce these needs with your students.
    • animals need SWAFS (Shelter, Water, Air, Food, Space)
    • plants need LAWNS (Light, Air, Water, Nutrients, Space)
  • Nonliving things do not have needs that must be met.

• Travel outdoors.
• Review procedures for outdoor investigation.
  • Scientists travel quietly in the halls.
  • Scientists follow the teacher's directions at all times.
  • Scientists respect nature by using quiet voices.
  • Scientists know science discovery is different than recess.
  • Scientists use their eyes to observe.
  • Scientists use their ears to listen.
  • Scientists use their noses to smell.
  • Scientists touch gently and only with permission.
  • Scientists think, "Safety First."
• Divide students into two groups. Direct half to sit in a circle around the living sunflower plant, and half to sit in a circle around the dead plant. Switch groups during the activity so that both groups get to observe both plant samples.
• Engage students in observation of the two sunflower plants.
• Discuss how the two plants are alike and different. Discuss the concept of living vs. nonliving and how you can tell the difference (see description in Get Set...)
• Discuss needs of living things and ask students to infer reasons why the plant in the ground looks and feels different (It's getting water, nutrients, and space to grow from the soil.)
• Record descriptive words for both plants on the chart paper version of the Comparing Plants I See student page.
• Direct students to predict which plant is living and which plant is not living and discuss why they made those predictions.
• Review the differences between the living plants and the dead plants in Sunflower House.
• Discuss the life cycle and what happens next to a dead sunflower plant. (It decomposes--returns to the soil, air, and water.)
• Collect supplies and travel indoors.
• Gather students together.
• Display chart paper with descriptive words and continue discussion.
• Direct students to turn to a partner and share one thing learned while observing the two sunflower plants.
• Direct students to use the Comparing Plants I See student page to draw the differences between the living plant and nonliving plant (see Ready to Print).
• Sing the Flower Cycle song and act out the life cycle of a flower with body motions as you sing the song. (see Ready to Print).

Day 5: Looking Closer at Seed Growth (40 min.)

Ready...

• Gather
• potting soil
• small paper plates (one for every two students)
• sunflower seeds (a few for every plate)
• a watering can
• hand lenses (one for every two students).
• a permanent marker for labeling each cup
• 8 oz clear plastic cups (one for each student)
• a materials tub to carry items outdoors for planting.
• Locate one of the following books (see Related Resources):
  From Seed To Plant by Gail Gibbons
  The Reason for a Flower by Ruth Heller
  • The Dandelion Seed by Joseph Anthony
• Copy a class set of the My Seed Will Grow to Be... student page (see Ready to Print).
• Copy a class set of the Evidence My Seed Grew to Be... student page (see Ready to Print).
• Label a set of cups with each student's name on the side.
• Place a few sunflower seeds on each paper plate.

• Review the differences between living and nonliving things.
  • Living things have needs that must be met in order to survive. The following acronyms may help reinforce these needs with your students.
    • animals need SWAFS (Shelter, Water, Air, Food, Space)
    • plants need LAWNS (Light, Air, Water, Nutrients, Space)
  • Nonliving things do not have needs that must be met.
• Review the concept of life cycle with students: seed >> plant >> flower >> seed
• Pass out seeds on paper plates (one plate for every 2 students).
• Pass out hand lenses.

• Observe the sunflower seed.
• Observe photographs of the previous days' inquires.
• Distribute the My Seed Will Grow to Be... student page (see Ready to Print).
• Direct students to predict what the seed will look like when it grows to be a mature plant.
• Read your selected read-aloud book.
• Discuss the "promise" inside a seed. Ask, "What kind of plant will grow from the seed?"
• Distribute the labeled plastic cups to each student.
• Travel outdoors with the materials tub to plant seeds.
• Enlist parent helpers or older study buddies to assist in planting and watering the seeds.
• Plant the sunflower about one half an inch below the soil layer in the cup. Water the plant with about one fourth cup of water.
• Return to the classroom and place the she sunflower seeds in an area where they will receive sunlight.
• Discuss how students will record plant progress using the Evidence My Seed Grew to Be... student page (see Ready to Print).
• Sing the Flower Cycle song and act out the life cycle of a flower with body motions as you sing the song. (see Ready to Print).

Want Something More???

• Checkout Related Resources.
• Plant a native Ohio tree or plant species in honor of your students.
• Experiment with seeds collected in your community to see if they will germinate.
• Continue observing one or more of the outdoor areas from this inquiry. Keep a journal of seasonal changes these areas.